Hands-on laboratory activity that allows students to investigate the effects of distance and angle on the input of solar radiation at Earth's surface, the role played by albedo, the heat capacity of land and water, and how these cause the seasons. Students predict radiative heating based on simple geometry and experiment to test their hypotheses.

Activity takes about two class periods. Additional materials are required.

Teaching Tips

Educator might want to change the reference to Chicago to the location of the school. This would require creating a new version of both the Powerpoint and the student activity sheet.

Clarify the geometric relation between latitude and the noon sun angle.

Assessment is suggested, but it would benefit from a few more questions that engage students in abstracting from the activity and doing independent thinking.

About the Science

Students make simple measurements of energy and connect these to Earth's processes.

Educator might have to find additional background materials.

Activity tests misconceptions with hands-on experimentation through which students learn about topics that may seem complex until you start playing with them.The activity effectively addresses the misconception of the reason for the seasons being the distance between Sun and Earth.

About the Pedagogy

Hands-on, small group lab activity in which students experimentally measure three important factors of Earth's heating budget (distance to sun and angle, albedo, heat capacity).

Student learning of the complex content is well-guided by questions.

Hands-on activities and measurements followed by guiding questions will help visual learners to understand the concept.

Powerpoint presentation should be used to support this activity. The link is given in the reference materials but is easy to miss - see the supporting references section.

Elegant pedagogic design.

Great way of relating the abstract concept of Earth's heat budget to local conditions (in exercise: Chicago).

Students will have to follow instructions carefully in order to collect the correct measurements.

Students will probably need consistent guidance through the activities.

Technical Details/Ease of Use

Solar cells might not be readily available but are not an extravagant purchase from a typical science budget.

If the experimental part of the activity takes up too much class time, parts of the activity could be done with online interactives.

Next Generation Science Standards
See how this
Activity supports:

High School

Performance Expectations: 1

HS-ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.

Disciplinary Core Ideas: 1

HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.

Cross Cutting Concepts: 8

Patterns, Cause and effect, Scale, Proportion and Quantity, Systems and System Models, Energy and Matter, Stability and Change

HS-C1.4:Mathematical representations are needed to identify some patterns

HS-C2.1:Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

HS-C3.1:The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs.

HS-C3.4:Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.

HS-C3.5:Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth).

HS-C4.3:Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.

HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.

HS-C7.2:Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

Developing and Using Models, Planning and Carrying Out Investigations, Analyzing and Interpreting Data, Using Mathematics and Computational Thinking, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

HS-P6.2:Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).